Communicative Approach in Learning the Latvian Language as a Foreign Language

Abstract

In accordance to increase in the number of foreigners in Latvia, the issue of learning the Latvian language as a foreign language (LATS) is also raised, as well as the appropriate teaching tools and teaching methods for learning the language. There are relatively many learning tools (approximately 40 textbooks, without textbooks there are also dictionaries, dictionary, grammar and task stocks), which are based on different approaches and methods. Thinking about foreigners in Latvia highlights the needs of language learners, so the process of learning a language based on the communicative approach seems more appropriate. The purpose of the article is therefore to describe the communicative approach and its implementation in the acquisition of the Latvian language as a foreign language, which is revealed in both teaching resources and teaching work. This article is based on studies of scientific literature and analysis of LATS textbooks. Major studies of foreign authors on the communicative approach were selected. To justify the use of the communicative approach in the acquisition of the Latvian language as a foreign language, teaching means of learning the LATS have been analysed. Insufficient understanding of the communicative approach makes think that it is not suitable for the acquisition of Latvian language as a foreign language. It is falsely believed that the communicative approach does not work in the learning of grammatical languages, including the acquisition of Latvian. The communicative approach does not exclude grammar learning and grammar explanations, but must be closely associated with the communicative goal. Translation exercises in the communicative approach are also preferable and even recommended. These findings could be useful for practitioners who teach Latvian as a foreign language but do not feel safe in implementing the communicative approach.